Location

Virtual

Start Date

1-3-2024 8:00 AM

End Date

1-3-2024 3:30 PM

Keywords:

oregon

Description

Background:

There has been a shift in nursing education away from a teacher-centered approach that is focused on requiring learners to memorize large amounts of content to a concept-based approach that is learner-centered and focuses on the development of critical thinking, clinical judgment, and problem-solving skills (Giddens et al., 2020). Conceptual learning requires learners to connect facts and exemplars to concepts through active learning experiences such as completing case studies or problem-solving activities (Baron, 2017). This allows learners to ‘practice’ thinking and apply new knowledge to clinical practice.

The clinical education team is applying this knowledge to the current competency-based model that is used when onboarding new Hospice caregivers. To align skills competency education across all Hospice programs, elements of the caregiver orientation were re-designed to include a virtual skills day that engages caregivers in exemplars (cases) that reflect authentic, real-life experiences they will encounter in practice.

Purpose:

The purpose of this project is to determine the effectiveness of using a virtual, case-based approach to developing clinical competency in Hospice.

Approach:

The primary approach implemented in this project is evidence-based curriculum development that emphasizes conceptual teaching and the use of exemplars (cases) to engage learners actively in real-life experiences. The setting is the virtual classroom during Day 1 of skills education for Nurses and Hospice Aides in Hospice.

To align the content of the skills education program across the service line, a content crosswalk was completed, and essential learning was identified. Essential learning included regulatory considerations, quality and safety priorities, and required clinical competencies for each role. Through collaborative discussions, the clinical education team identified specific considerations that were important to retain through the development of the virtual skills day, including 1) caregivers should come to Day 2 prepared to demonstrate skills, 2) caregivers should demonstrate responsibility for their learning, and 3) the design of the virtual skills day should support learning for caregivers with a variety of practice experiences.

Results:

An evaluation of the project will be implemented when the re-designed virtual clinical day goes live on January 1st, 2024. The results will be shared as part of this presentation.

Conclusion:

This project applies evidence from nursing education (academia) to clinical education in the health care organization. Transitioning from a traditional teaching method that focuses on a body system or diagnosis, to a conceptual teaching method that uses concepts and exemplars (cases) can lead to deep learning and memory retrieval (Baron & Holman, 2022).

Implications for Practice:

The outcomes of this project have significant implications for practice. Caregivers may demonstrate higher level critical thinking and better problem-solving skills which will lead to better patient care outcomes. Nurses with more recent academic experience may have greater familiarity with the learning experiences designed for clinical education in Hospice which will enhance their learning.

Comments

References

Baron, K. A., & Holman, R. (2022). Developing conceptual teaching skills using the ABCDEs. Nurse Educator, 48(1), 56-57.

Baron, K. A. (2017). Changing to concept-based curricula: The process for nurse educators. Open Nursing Journal, 11, 277-287.

Giddens, J.F., Caputi, L., Rodgers, B.L. (2020). Mastering Concept-Based Teaching: A Guide for Nurse Educators (2nd ed). Elsevier.

Specialty/Research Institute

Palliative Care

Specialty/Research Institute

Nursing

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Mar 1st, 8:00 AM Mar 1st, 3:30 PM

Using a Virtual, Case-Based Approach to Developing Clinical Competency in Hospice

Virtual

Background:

There has been a shift in nursing education away from a teacher-centered approach that is focused on requiring learners to memorize large amounts of content to a concept-based approach that is learner-centered and focuses on the development of critical thinking, clinical judgment, and problem-solving skills (Giddens et al., 2020). Conceptual learning requires learners to connect facts and exemplars to concepts through active learning experiences such as completing case studies or problem-solving activities (Baron, 2017). This allows learners to ‘practice’ thinking and apply new knowledge to clinical practice.

The clinical education team is applying this knowledge to the current competency-based model that is used when onboarding new Hospice caregivers. To align skills competency education across all Hospice programs, elements of the caregiver orientation were re-designed to include a virtual skills day that engages caregivers in exemplars (cases) that reflect authentic, real-life experiences they will encounter in practice.

Purpose:

The purpose of this project is to determine the effectiveness of using a virtual, case-based approach to developing clinical competency in Hospice.

Approach:

The primary approach implemented in this project is evidence-based curriculum development that emphasizes conceptual teaching and the use of exemplars (cases) to engage learners actively in real-life experiences. The setting is the virtual classroom during Day 1 of skills education for Nurses and Hospice Aides in Hospice.

To align the content of the skills education program across the service line, a content crosswalk was completed, and essential learning was identified. Essential learning included regulatory considerations, quality and safety priorities, and required clinical competencies for each role. Through collaborative discussions, the clinical education team identified specific considerations that were important to retain through the development of the virtual skills day, including 1) caregivers should come to Day 2 prepared to demonstrate skills, 2) caregivers should demonstrate responsibility for their learning, and 3) the design of the virtual skills day should support learning for caregivers with a variety of practice experiences.

Results:

An evaluation of the project will be implemented when the re-designed virtual clinical day goes live on January 1st, 2024. The results will be shared as part of this presentation.

Conclusion:

This project applies evidence from nursing education (academia) to clinical education in the health care organization. Transitioning from a traditional teaching method that focuses on a body system or diagnosis, to a conceptual teaching method that uses concepts and exemplars (cases) can lead to deep learning and memory retrieval (Baron & Holman, 2022).

Implications for Practice:

The outcomes of this project have significant implications for practice. Caregivers may demonstrate higher level critical thinking and better problem-solving skills which will lead to better patient care outcomes. Nurses with more recent academic experience may have greater familiarity with the learning experiences designed for clinical education in Hospice which will enhance their learning.